Transforming schools :: a problem-solving approach to school change /
Presenting a unique team-based problem-solving model, this book shows how to turn K-8 school change from a daunting prospect into an achievable goal supported by a concrete plan. A framework is provided for addressing any schoolwide academic or behavior issue, from reading or math problems to concer...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, NY :
The Guilford Press,
[2017]
|
| Schriftenreihe: | Guilford practical intervention in the schools series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Presenting a unique team-based problem-solving model, this book shows how to turn K-8 school change from a daunting prospect into an achievable goal supported by a concrete plan. A framework is provided for addressing any schoolwide academic or behavior issue, from reading or math problems to concerns about school safety or tardiness. Four clear-cut steps are described: problem identification, problem analysis, plan development, and plan implementation/evaluation. In a convenient large-size format, the book includes procedures for navigating each step, extended case examples, frequently asked questions, and 13 reproducible forms. Purchasers get access to a companion website where they can download and print the reproducible materials, as well as online-only practice exercises with answers. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781462529599 1462529593 |
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| 504 | |a Includes bibliographical references and index. | ||
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| 505 | 0 | |a Cover; Half Title Page; Series Page; Title Page; Copyright; Dedication; About the Authors; Preface; Acknowledgments; Contents; Part I. Introduction; 1. School Change: What You Need to Know; School Safety; Mental Health Illnesses; Attendance and Tardiness; Family Structures; Increased Academic Testing and Higher National Standards; Technology; 2. The Systems Problem-Solving Model; Overview of Problem-Solving Steps; Each Step in the Problem-Solving Model Is Important; The Problem-Solving Model Is a Universal Approach; Origins of the Problem-Solving Model in Education. | |
| 505 | 8 | |a Development of the Systems Problem-Solving Consultation ModelSteps in the SPSC Model; 3. Getting Started; Selecting the Problem-Solving Team; Designating a Facilitator; Team Functioning; Meeting Structures; Team Communication Processes; Training in Team Functioning; Establishing a Meeting Schedule; Part II. Problem Identification; 4. An Overview of Problem Identification; Selecting a Problem to Address; But Don't We Need Consensus?; Referral Questions; Step 1. Problem Identification: Defining the Problem; Reason for This Step; Identify What Is Occurring and What Is Expected. | |
| 505 | 8 | |a Determine DiscrepancyA Final Note about the Data; 5. Academic Application: Addressing Reading in a Suburban Elementary School; Problem Description: Know Your Context; School Description; Highlight Student; Highlight Staff Member; Problem-Solving Team Members; Problem Description; Why This Problem Is Important; Step 1. Problem Identification: Defining the Problem; Identify What Is Occurring and What Is Expected; Determine Discrepancy; 6. Behavior Application: Addressing Tardiness in an Urban K-8 School; Problem Description: Know Your Context; School Description; Highlight Students. | |
| 505 | 8 | |a Highlight Staff MemberProblem-Solving Team Members; Problem Description; Why This Problem Is Important; Step 1. Problem Identification: Defining the Problem; Identify What Is Occurring and What Is Expected; Determine Discrepancy; 7. Frequently Asked Questions about Problem Identification; Part III. Problem Analysis; 8. An Overview of Problem Analysis; Step 2. Problem Analysis: Determine Why the Problem Is Occurring; Ask ""Bright Spot"" Questions; Name Resources; Allow Team to Brainstorm Hypotheses; List Hypotheses in the Form of Questions; Yield a Data Collection Plan and Collect Data. | |
| 505 | 8 | |a Zero In on the QuestionsEvaluate Whether Hypotheses Are Confirmed; 9. Academic Application: Addressing Reading in a Suburban Elementary School; Step 2. Problem Analysis: Determine Why the Problem Is Occurring; Ask ""Bright Spot"" Questions; Name Resources; Allow Team to Brainstorm Hypotheses; List Hypotheses in the Form of Questions; Yield a Data Collection Plan and Collect Data; Zero In on the Questions; Evaluate Whether Hypotheses Are Confirmed; 10. Behavior Application: Addressing Tardiness in an Urban K-8 School; Step 2. Problem Analysis: Determine Why the Problem Is Occurring. | |
| 520 | |a Presenting a unique team-based problem-solving model, this book shows how to turn K-8 school change from a daunting prospect into an achievable goal supported by a concrete plan. A framework is provided for addressing any schoolwide academic or behavior issue, from reading or math problems to concerns about school safety or tardiness. Four clear-cut steps are described: problem identification, problem analysis, plan development, and plan implementation/evaluation. In a convenient large-size format, the book includes procedures for navigating each step, extended case examples, frequently asked questions, and 13 reproducible forms. Purchasers get access to a companion website where they can download and print the reproducible materials, as well as online-only practice exercises with answers. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. | ||
| 650 | 0 | |a Transformative learning. |0 http://id.loc.gov/authorities/subjects/sh2007005024 | |
| 650 | 0 | |a School improvement programs. |0 http://id.loc.gov/authorities/subjects/sh85118340 | |
| 650 | 0 | |a Critical pedagogy. |0 http://id.loc.gov/authorities/subjects/sh91004641 | |
| 650 | 0 | |a Educational change. |0 http://id.loc.gov/authorities/subjects/sh90003113 | |
| 650 | 6 | |a Apprentissage transformateur. | |
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| adam_text | |
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| author | Losoff, Rachel Cohen Broxterman, Kelly |
| author_GND | http://id.loc.gov/authorities/names/no2019067123 http://id.loc.gov/authorities/names/n2013002166 |
| author_facet | Losoff, Rachel Cohen Broxterman, Kelly |
| author_role | aut aut |
| author_sort | Losoff, Rachel Cohen |
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| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC1100 |
| callnumber-raw | LC1100 |
| callnumber-search | LC1100 |
| callnumber-sort | LC 41100 |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | Cover; Half Title Page; Series Page; Title Page; Copyright; Dedication; About the Authors; Preface; Acknowledgments; Contents; Part I. Introduction; 1. School Change: What You Need to Know; School Safety; Mental Health Illnesses; Attendance and Tardiness; Family Structures; Increased Academic Testing and Higher National Standards; Technology; 2. The Systems Problem-Solving Model; Overview of Problem-Solving Steps; Each Step in the Problem-Solving Model Is Important; The Problem-Solving Model Is a Universal Approach; Origins of the Problem-Solving Model in Education. Development of the Systems Problem-Solving Consultation ModelSteps in the SPSC Model; 3. Getting Started; Selecting the Problem-Solving Team; Designating a Facilitator; Team Functioning; Meeting Structures; Team Communication Processes; Training in Team Functioning; Establishing a Meeting Schedule; Part II. Problem Identification; 4. An Overview of Problem Identification; Selecting a Problem to Address; But Don't We Need Consensus?; Referral Questions; Step 1. Problem Identification: Defining the Problem; Reason for This Step; Identify What Is Occurring and What Is Expected. Determine DiscrepancyA Final Note about the Data; 5. Academic Application: Addressing Reading in a Suburban Elementary School; Problem Description: Know Your Context; School Description; Highlight Student; Highlight Staff Member; Problem-Solving Team Members; Problem Description; Why This Problem Is Important; Step 1. Problem Identification: Defining the Problem; Identify What Is Occurring and What Is Expected; Determine Discrepancy; 6. Behavior Application: Addressing Tardiness in an Urban K-8 School; Problem Description: Know Your Context; School Description; Highlight Students. Highlight Staff MemberProblem-Solving Team Members; Problem Description; Why This Problem Is Important; Step 1. Problem Identification: Defining the Problem; Identify What Is Occurring and What Is Expected; Determine Discrepancy; 7. Frequently Asked Questions about Problem Identification; Part III. Problem Analysis; 8. An Overview of Problem Analysis; Step 2. Problem Analysis: Determine Why the Problem Is Occurring; Ask ""Bright Spot"" Questions; Name Resources; Allow Team to Brainstorm Hypotheses; List Hypotheses in the Form of Questions; Yield a Data Collection Plan and Collect Data. Zero In on the QuestionsEvaluate Whether Hypotheses Are Confirmed; 9. Academic Application: Addressing Reading in a Suburban Elementary School; Step 2. Problem Analysis: Determine Why the Problem Is Occurring; Ask ""Bright Spot"" Questions; Name Resources; Allow Team to Brainstorm Hypotheses; List Hypotheses in the Form of Questions; Yield a Data Collection Plan and Collect Data; Zero In on the Questions; Evaluate Whether Hypotheses Are Confirmed; 10. Behavior Application: Addressing Tardiness in an Urban K-8 School; Step 2. Problem Analysis: Determine Why the Problem Is Occurring. |
| ctrlnum | (OCoLC)987000240 |
| dewey-full | 371.2/07 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2/07 |
| dewey-search | 371.2/07 |
| dewey-sort | 3371.2 17 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EBA-ocn987000240 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:49Z |
| institution | BVB |
| isbn | 9781462529599 1462529593 |
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| series | Guilford practical intervention in the schools series. |
| series2 | The Guilford practical intervention in the schools series |
| spelling | Losoff, Rachel Cohen, author. http://id.loc.gov/authorities/names/no2019067123 Transforming schools : a problem-solving approach to school change / Rachel Cohen Losoff, Kelly Broxterman. New York, NY : The Guilford Press, [2017] ©2017 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier The Guilford practical intervention in the schools series Includes bibliographical references and index. Vendor-supplied metadata. Cover; Half Title Page; Series Page; Title Page; Copyright; Dedication; About the Authors; Preface; Acknowledgments; Contents; Part I. Introduction; 1. School Change: What You Need to Know; School Safety; Mental Health Illnesses; Attendance and Tardiness; Family Structures; Increased Academic Testing and Higher National Standards; Technology; 2. The Systems Problem-Solving Model; Overview of Problem-Solving Steps; Each Step in the Problem-Solving Model Is Important; The Problem-Solving Model Is a Universal Approach; Origins of the Problem-Solving Model in Education. Development of the Systems Problem-Solving Consultation ModelSteps in the SPSC Model; 3. Getting Started; Selecting the Problem-Solving Team; Designating a Facilitator; Team Functioning; Meeting Structures; Team Communication Processes; Training in Team Functioning; Establishing a Meeting Schedule; Part II. Problem Identification; 4. An Overview of Problem Identification; Selecting a Problem to Address; But Don't We Need Consensus?; Referral Questions; Step 1. Problem Identification: Defining the Problem; Reason for This Step; Identify What Is Occurring and What Is Expected. Determine DiscrepancyA Final Note about the Data; 5. Academic Application: Addressing Reading in a Suburban Elementary School; Problem Description: Know Your Context; School Description; Highlight Student; Highlight Staff Member; Problem-Solving Team Members; Problem Description; Why This Problem Is Important; Step 1. Problem Identification: Defining the Problem; Identify What Is Occurring and What Is Expected; Determine Discrepancy; 6. Behavior Application: Addressing Tardiness in an Urban K-8 School; Problem Description: Know Your Context; School Description; Highlight Students. Highlight Staff MemberProblem-Solving Team Members; Problem Description; Why This Problem Is Important; Step 1. Problem Identification: Defining the Problem; Identify What Is Occurring and What Is Expected; Determine Discrepancy; 7. Frequently Asked Questions about Problem Identification; Part III. Problem Analysis; 8. An Overview of Problem Analysis; Step 2. Problem Analysis: Determine Why the Problem Is Occurring; Ask ""Bright Spot"" Questions; Name Resources; Allow Team to Brainstorm Hypotheses; List Hypotheses in the Form of Questions; Yield a Data Collection Plan and Collect Data. Zero In on the QuestionsEvaluate Whether Hypotheses Are Confirmed; 9. Academic Application: Addressing Reading in a Suburban Elementary School; Step 2. Problem Analysis: Determine Why the Problem Is Occurring; Ask ""Bright Spot"" Questions; Name Resources; Allow Team to Brainstorm Hypotheses; List Hypotheses in the Form of Questions; Yield a Data Collection Plan and Collect Data; Zero In on the Questions; Evaluate Whether Hypotheses Are Confirmed; 10. Behavior Application: Addressing Tardiness in an Urban K-8 School; Step 2. Problem Analysis: Determine Why the Problem Is Occurring. Presenting a unique team-based problem-solving model, this book shows how to turn K-8 school change from a daunting prospect into an achievable goal supported by a concrete plan. A framework is provided for addressing any schoolwide academic or behavior issue, from reading or math problems to concerns about school safety or tardiness. Four clear-cut steps are described: problem identification, problem analysis, plan development, and plan implementation/evaluation. In a convenient large-size format, the book includes procedures for navigating each step, extended case examples, frequently asked questions, and 13 reproducible forms. Purchasers get access to a companion website where they can download and print the reproducible materials, as well as online-only practice exercises with answers. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. Transformative learning. http://id.loc.gov/authorities/subjects/sh2007005024 School improvement programs. http://id.loc.gov/authorities/subjects/sh85118340 Critical pedagogy. http://id.loc.gov/authorities/subjects/sh91004641 Educational change. http://id.loc.gov/authorities/subjects/sh90003113 Apprentissage transformateur. Enseignement Réforme. Pédagogie critique. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Educational change fast Critical pedagogy fast School improvement programs fast Transformative learning fast Broxterman, Kelly, author. http://id.loc.gov/authorities/names/n2013002166 has work: Transforming schools (Text) https://id.oclc.org/worldcat/entity/E39PCG3KFkDyq6J7qkFMxkCb3P https://id.oclc.org/worldcat/ontology/hasWork Guilford practical intervention in the schools series. http://id.loc.gov/authorities/names/n2001093684 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1516883 Volltext |
| spellingShingle | Losoff, Rachel Cohen Broxterman, Kelly Transforming schools : a problem-solving approach to school change / Guilford practical intervention in the schools series. Cover; Half Title Page; Series Page; Title Page; Copyright; Dedication; About the Authors; Preface; Acknowledgments; Contents; Part I. Introduction; 1. School Change: What You Need to Know; School Safety; Mental Health Illnesses; Attendance and Tardiness; Family Structures; Increased Academic Testing and Higher National Standards; Technology; 2. The Systems Problem-Solving Model; Overview of Problem-Solving Steps; Each Step in the Problem-Solving Model Is Important; The Problem-Solving Model Is a Universal Approach; Origins of the Problem-Solving Model in Education. Development of the Systems Problem-Solving Consultation ModelSteps in the SPSC Model; 3. Getting Started; Selecting the Problem-Solving Team; Designating a Facilitator; Team Functioning; Meeting Structures; Team Communication Processes; Training in Team Functioning; Establishing a Meeting Schedule; Part II. Problem Identification; 4. An Overview of Problem Identification; Selecting a Problem to Address; But Don't We Need Consensus?; Referral Questions; Step 1. Problem Identification: Defining the Problem; Reason for This Step; Identify What Is Occurring and What Is Expected. Determine DiscrepancyA Final Note about the Data; 5. Academic Application: Addressing Reading in a Suburban Elementary School; Problem Description: Know Your Context; School Description; Highlight Student; Highlight Staff Member; Problem-Solving Team Members; Problem Description; Why This Problem Is Important; Step 1. Problem Identification: Defining the Problem; Identify What Is Occurring and What Is Expected; Determine Discrepancy; 6. Behavior Application: Addressing Tardiness in an Urban K-8 School; Problem Description: Know Your Context; School Description; Highlight Students. Highlight Staff MemberProblem-Solving Team Members; Problem Description; Why This Problem Is Important; Step 1. Problem Identification: Defining the Problem; Identify What Is Occurring and What Is Expected; Determine Discrepancy; 7. Frequently Asked Questions about Problem Identification; Part III. Problem Analysis; 8. An Overview of Problem Analysis; Step 2. Problem Analysis: Determine Why the Problem Is Occurring; Ask ""Bright Spot"" Questions; Name Resources; Allow Team to Brainstorm Hypotheses; List Hypotheses in the Form of Questions; Yield a Data Collection Plan and Collect Data. Zero In on the QuestionsEvaluate Whether Hypotheses Are Confirmed; 9. Academic Application: Addressing Reading in a Suburban Elementary School; Step 2. Problem Analysis: Determine Why the Problem Is Occurring; Ask ""Bright Spot"" Questions; Name Resources; Allow Team to Brainstorm Hypotheses; List Hypotheses in the Form of Questions; Yield a Data Collection Plan and Collect Data; Zero In on the Questions; Evaluate Whether Hypotheses Are Confirmed; 10. Behavior Application: Addressing Tardiness in an Urban K-8 School; Step 2. Problem Analysis: Determine Why the Problem Is Occurring. Transformative learning. http://id.loc.gov/authorities/subjects/sh2007005024 School improvement programs. http://id.loc.gov/authorities/subjects/sh85118340 Critical pedagogy. http://id.loc.gov/authorities/subjects/sh91004641 Educational change. http://id.loc.gov/authorities/subjects/sh90003113 Apprentissage transformateur. Enseignement Réforme. Pédagogie critique. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Educational change fast Critical pedagogy fast School improvement programs fast Transformative learning fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2007005024 http://id.loc.gov/authorities/subjects/sh85118340 http://id.loc.gov/authorities/subjects/sh91004641 http://id.loc.gov/authorities/subjects/sh90003113 |
| title | Transforming schools : a problem-solving approach to school change / |
| title_auth | Transforming schools : a problem-solving approach to school change / |
| title_exact_search | Transforming schools : a problem-solving approach to school change / |
| title_full | Transforming schools : a problem-solving approach to school change / Rachel Cohen Losoff, Kelly Broxterman. |
| title_fullStr | Transforming schools : a problem-solving approach to school change / Rachel Cohen Losoff, Kelly Broxterman. |
| title_full_unstemmed | Transforming schools : a problem-solving approach to school change / Rachel Cohen Losoff, Kelly Broxterman. |
| title_short | Transforming schools : |
| title_sort | transforming schools a problem solving approach to school change |
| title_sub | a problem-solving approach to school change / |
| topic | Transformative learning. http://id.loc.gov/authorities/subjects/sh2007005024 School improvement programs. http://id.loc.gov/authorities/subjects/sh85118340 Critical pedagogy. http://id.loc.gov/authorities/subjects/sh91004641 Educational change. http://id.loc.gov/authorities/subjects/sh90003113 Apprentissage transformateur. Enseignement Réforme. Pédagogie critique. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Educational change fast Critical pedagogy fast School improvement programs fast Transformative learning fast |
| topic_facet | Transformative learning. School improvement programs. Critical pedagogy. Educational change. Apprentissage transformateur. Enseignement Réforme. Pédagogie critique. EDUCATION Administration General. EDUCATION Organizations & Institutions. Educational change Critical pedagogy School improvement programs Transformative learning |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1516883 |
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